Pattern Making, Pattern Breaking Facilitating learning groups to create changes in behavior By Ann Alder
As
human beings, we are pattern makers. Our brains seek order in the information they receive from our senses. We seek to establish patterns that become recognisable to us in order to make sense of the world we live in. We recognise and value patterns in nature, in language, in society. This ability to form and manipulate patterns allows us to integrate new knowledge into existing frameworks, to relate new concepts to those we already have and to make connections between many discrete and distinct observations. The ability to build patterns is fundamental to our ability to learn. As we acquire new information and knowledge we integrate and assimilate that knowledge into the related knowledge we already have, making small and subtle shifts to the existing patterns to accommodate the new ideas. In childhood, the existing patterns are flexible and fluid, shifting easily to accommodate new elements. In adulthood, this process may be less comfortable and may take more time. New ideas or knowledge may, ultimately, be rejected if the learner cannot find a way of blending the new knowledge into the existing patterns. We also use patterns in the development of skills. Skill development requires practice and repetition: building and repeating a pattern of movement, action or thinking. Learning a physical skill – to the point at which the movement becomes grooved – means repeating an effective pattern
until the muscle memory takes over and the action becomes automatic. Building competence, whether physical, intellectual or social requires pattern recognition: the patterns of behaviour that achieve the desired results. As facilitators we work to help others to make and break patterns. In supporting their learning, we aspire to help them to build those patterns that will be useful to them. These may be ‘technical’ patterns of language, number, sequence or process. They may be thinking patterns that support problem-solving, creativity, logical analysis or empathy. They may be patterns of behaviour that demonstrate trust, influence or integrity in relationships. But at times we also seek to break patterns: to help our groups to ‘unlearn’. Before they can move on in the learning process we may need to help them to reject long –held patterns of behaviour or assumptions that have proved incorrect or of limited use. Many writers and practitioners make reference to the ‘art of facilitation’. Great facilitators allow learners to become artists and designers: pattern makers who understand the connections between multiple individual elements and can connect them in ways that create both form and function. Facilitators help learners to check and test these patterns, choosing which to retain, which to reject and which to build upon. This choice is the key element in moving towards attitudinal and behavioural
08/2010 | IAF EUROPE NEWSLETTER | 15
CONFERENCE UPDATE
15